L’étayage, le questionnement et l’utilisation du français
Tous les épisodes avec Roy Lyster
Ressources
(2026) Supporting French Immersion Students with Reading Difficulties and Reading Disabilities
Due to its popularity, the FI student population has become increasingly diverse (Bourgoin, 2014; Garrett & Mady, 2024). Today’s FI classrooms often include students with varied learning needs, including children who struggle to learn to read. Despite considerable research evidence that has established the suitability of FI for struggling readers (Genesee, 2007; Genesee & Erdos, 2019; Grosjean, 2019; Wise, D’Angelo, & Chen, 2016; Wise & Chen, 2015), some people believe that dual-language educational programs like FI are not suitable for students who have difficulties with reading acquisition or those with diagnosed reading disabilities (e.g., dyslexia). It is generally thought that learning two languages simultaneously will exacerbate their learning challenges (Genesee, 2015).
(2020) Using the Neurolinguistic Approach (NLA) and the boucle de la littératie to enhance oral production, reading and writing in Late French Immersion
In Late French Immersion (LFI), Grade 7-9 students with little or no previous exposure to French learn required curricular content entirely in French. One of the great challenges in LFI is to provide opportunities for students to develop ever-stronger comprehension and production skills to allow them to master the content.
(2019) Foire aux questions sur la pertinence de l’immersion pour tous les élèves
Dans ce document, nous fournissons de brèves réponses aux questions les plus fréquemment posées à propos de la pertinence de l’immersion pour tous les élèves. Nos commentaires portent sur les élèves des programmes d’immersion, principalement au Canada, ayant diverses caractéristiques et provenant de divers milieux.
Volume 48, Numéro 1 – Printemps 2026 – Échos du congrès
Magazine en ligne:
Volume 47, Numéro 1 – Hiver 2025 – Échos du congrès
Magazine en ligne:
